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In 1951 Robert Ennis,
then a high school science
teacher in his first year of
teaching, tried to infuse
critical thinking into his
science instruction.
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The trouble was that he did
not know what critical
thinking was, how to teach it,
nor how to test for it. He has
worked on these problems
throughout his ensuing
academic career.
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Robert Ennis is Emeritus Professor
of Philosophy of Education at the
University of Illinois, and previously
was Professor of Philosophy of
Education at Cornell University after
having received his PhD from the
University of Illinois in 1958.
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He has written or co-
authored several books and
tests and more than 50
scholarly articles on critical
thinking, including:
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an updated and expanded
definition/conception of critical
thinking in 1991 “Critical Thinking:
A Streamlined Conception”
in Teaching Philosophy;
a fully expanded textbook with
many examples from different
subject-matter areas, Critical Thinking,
in 1996, published by Prentice Hall;
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the two Cornell Critical Thinking tests
(with Jason Millman) in 1985 and 2005,
published by the Critical Thinking
Company; and “The Ennis-Weir Critical
Thinking Essay Test” (with Eric Weir),
which is no longer in print
but available with supplementary
information;
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a history of the critical
thinking movement and his role
in conceptualizing, assessing, and
teaching critical thinking,
“Critical Thinking: Reflection
and Perspective” in 2011
in Inquiry.
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Critical thinking can be
interpreted as a dimension of
thinking that is guided by
criteria and standards to arrive
at a discerning, thoughtful, and
skillful judgment on something.
(Lopez, 2014)
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THE CRITICAL THINKING
CONSISTS OF TWO MAIN
COMPONENTS:
DISPOSITIONS AND
ABILITIES.
THE ACQUISITION OF
DISPOSITION MOTIVATES
THE LEARNERS TO ACQUIRE
THE ABILITIES
(NORRIS & ENNIS, 1989)
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The Nature of Critical
Thinking: An Outline of
Critical Thinking
Dispositions
and Abilities
Robert H. Ennis
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1. Focus on a question
2. Analyze arguments
3. Ask and answer
clarification and/or
challenge questions
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4. Judge the credibility of a
source.
5. Observe, and judge
observation reports.
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6. Deduce, and judge
deduction
7. Make material
inferences
8. Make and judge value
judgments
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9. Define terms and judge
definitions, using
appropriate criteria
10. Attribute unstated
assumptions
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11. Consider and reason from
premises, reasons, assumptions,
positions, and other propositions
with which they disagree or about
which they are in doubt, without
letting the disagreement or doubt
interfere with their thinking
("suppositional thinking")
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13. Proceed in an orderly
manner appropriate to the
situation.
14. Be sensitive to the feelings,
level of knowledge, and degree
of sophistication of others
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1. CRITICAL
THINKING OPENER
This is the introductory part
of the lesson in which the
prior knowledge of the
students regarding the
subject matter is activated.
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2. CRITICAL THINKING
ABOUT THE INPUT
This can be forms of text
(editorial, news, opinion, etc),
selection from textbooks, or
articles from internet that serve
as subject matter.
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3. CRITICAL THINKING
ABOUT
VOCABULARY
Learners are asked to define
unfamiliar words by using different
types of context such as the
semantic clues, syntactic clues, and
presentation clues.
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4. CRITICAL
THINKING IN ACTION
This is the part of the
lesson in which subject
matter and critical thinking
aspect are interwoven.
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5. THINK CRITICALLY
ABOUT CRITICAL
THINKING
Learners think about their
thinking while they are thinking
to make their thinking better is
the main objective of this part of
lesson structure.
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6. APPLYING CRITICAL
THINKING
This involves two kinds of
transfer as regards the application
of processes of certain critical
thinking aspect. These are near
transfer and far transfer.
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7. REINFORCEMENT
CRITICAL THINKING TASK
Students are asked for written
performance regarding the effective
use of the critical thinking
abilities/dispositions or cognitive
processes to content similar to the
topic of the lesson.
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1. What are the alternatives available
before making a decision?
2. What are the points of view of
others about the situation to make
oneself well-informed?
3. Which alternative is best in the
light of possible consequences?
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4. How important are the
consequences?
5. Is the endorsed position
regarding the issue based on
credible and justified information?
6. Are you impulsive when you
make significant decision? Explain.
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Critical thinking is a young
discipline and infusing it into
different content areas is a long-
term evolutionary goal in
education, but this is a project
that is worth the effort
(Lopez, 2010)
